Investigating the Coordinated Functioning of Multifaceted Cultural Practices in Human Development

Abstract

We argue for the importance of keeping a focus on the dynamically coordinated functioning of multifaceted cultural practices for investigating cultural aspects of human development. Although some research projects benefit from focusing on specific aspects of cultural functioning, it should be with the recognition that segmentation into ''variables’ is for the sake of analysis rather than assumed necessarily to reflect the reality of the phenomena that we study. The portfolio of research on cultural aspects of human development needs to include analyses that focus more broadly on the historically changing constellation of cultural practices in which individuals participate, even as other studies examine specific aspects as if they were freestanding variables. We illustrate this argument with research suggesting that middle-class European American adults’ ways of interacting with children can be illuminated by seeing their practices as an aspect of a somewhat coordinated historical, cultural system. Cultural analyses that focus on coordinated, multifaceted practices can help us understand human development in the context of people’s participation in pervasive cultural institutions such as schooling and societal changes such as industrialization. For the research portfolio to develop a comprehensive approach to investigating coordinated patterns in cultural aspects of human development, we need a more open-minded respect for a variety of approaches to cultural research than is sometimes found within disciplines.

Firsthand learning through intent participation

“…The facets are not separate, isolated "variables" or a collection of dimensions, but rather are integrated to form each tradition (Rogoff & Angelillo, 2002). In figure 1, we represent the two traditions as multifaceted prisms to emphasize that the different facets describe related aspects of whole traditions.…”

Navigating Cultural Worlds and Negotiating Identities: A Conceptual Model

“…There are two implications of this definition that are relevant. First, community context or circumstances cannot be represented by a single construct or characteristic; rather families or individuals are situated in a multifaceted set of community-level circumstances [Rogoff & Angellilo, 2002]. Second, to be situated within implies a mutuality that goes beyond bidirectional influences.…”

Former à quelle activité socioculturelle ?

“…Au fur et à mesure, elles pourraient être cernées par le sujet et elles lui permettraient d'élaborer une identité socioculturelle en lien avec l'activité. Ceci est à mettre en lien avec les recherches sur le développement culturel (Gutiérrez et Rogoff, 2003;Rogoff, 2003;Rogoff et Angelillo, 2002) qui ont souligné que la plupart des sociétés traditionnelles font apprendre par la participation à l'activité socioculturelle commune. Mais voilà, cette observation pose que l'activité socioculturelle n'exporte pas sa formation en dehors d'elle-même et que les participants à la communauté d'apprenants sont aussi des participants à la communauté de pratique (Lave et Wenger, 1991).…”

“…| 152 l'instant présent est largement documenté dans les études ethnographiques et de psychologie interculturelle, notamment dans les tentatives d'expliquer le succès de la participation périphérique limitée (Rogoff, 2003;Rogoff et Angelillo, 2002).…”